Research On Education And Cultivation Of Left-behind Children’s Resilience In Primary School

"Left-behind" is the pain of social development.Left-behind children are children whose parents have to put them stay in their hometown due to their migrant work in the process of social and economic transformation in contemporary China.Compared with urban children and rural ordinary children,left-behind children in rural areas are recognized as social vulnerable groups due to the economic depression of the family,the quality of rearing can not be guaranteed,passive parent-child separation and so on.Resilience is the ability to successfully adapt to and achieve good development in the face of adversity,and is an important protective factor that can play a supporting role in the process of individual development.Previous research has pointed out that low resilience will affect the social adaptation ability of children,and resilience have a significant impact to individual psychological health.Resilience improvement and upgrade can strengthen children’s ability to maintain their mental health.In recent years,some studies on the resilience of left-behind children have pointed out that the resilience of left-behind children is significantly lower than that of non-left-behind children.Therefore,it is appropriate to pay attention to left-behind children and improve their resilience to their current objective situation and long-term development in the future.Rural left-behind children face more setbacks and obstacles in their current growth and future development,so they need to adjust their cognitive and social development through the role of resilience to achieve better social adaptation.How to cultivate and improve the resilience of left-behind children? Previous studies on reading have shown that reading can affect people’s psychological development,and theme-based reading.can indirectly or directly affect individual’s resilience.Previous empirical studies have found that children’s reading can promote the development of social cognition and theme-based reading with resilience elements can also directly improve children’s resilience.Based on the perspective of Positive Psychology,the main goal of the study is to expand the ways and methods to improve the resilience of left-behind children,the specific research process is as follows:First,investigation of the resilience of left-behind children was carried out,taking 961 children from Six rural primary school in northern mountainous area in hebei province as the research object,taking the rural left-behind children’s resilience questionnaire as the main research tools.On the basis of investigation and research,t-test and variance analysis were used to analyze and sort out the data by SPSS.It was found that the development of left-behind children’s resilience was affected by several factors.After that,the left-behind children were taken as the research objects to verify the specific impact of themed reading training on the improvement of left-behind children’s resilience.In this study,the experimental group and the control group were used as the "pre-and post-" test mode,the standardized resilience questionnaire for left-behind children was used as the " pre-and post-" test measurement tool.Excellent children’s books that are closely related to the theme of resilience and have undergone multiple rounds of comprehensive discussion and evaluation are taken as the theme reading materials.Compiled a set of readings on the subject training scheme and concrete operation steps,finally we found that the experimental group left-behind children’s resilience significantly increased while the control group of children’s resilience did not change significantly after 40 minutes at a time,two times a week,a total of eight weeks after more than two months of the reading practice.After the experimental research,try to explore the mechanism about "Why the training of theme-based reading can enhance left-behind children’s resilience".Combined with interviews of typical cases in the experimental process and analysis of relevant psychological theories,it is found that the process of "identification,purification and comprehension" in the training of theme-based reading is the psychological cognitive mechanism of the improvement of left-behind children’s resilience.Finally,this paper summarizes and sorts out the theme reading training mode of improving the resilience of left-behind children in order to provide reference for the improvement of resilience and health promotion of left-behind children.The following content is 4 conclusions: Left-behind children’s resilience in primary school are a little lower than non-left-behind children,but there is no significant difference in the development of resilience between the two groups in this study;The development of left-behind children’s resilience is affected by gender,age,left-behind type,family structure,cognitive style,mindset and other factors,it presents the following characteristics: Left-behind boys develop better in "social competence" dimension than left-behind girls,the development of left-behind children’s resilience are not necessarily increased with age,there was no significant difference in resilience development between different types of children’s.The incomplete family structure with bereaved relatives seriously affects the development of left-behind children’s resilience.The resilience of children with positive cognitive style is significantly higher than that of children with negative cognitive style,and that of children with growth-mindset tendency is significantly higher than that of children with fixed-mindset tendency;Training of theme-based reading can effectively improve the resilience of left-behind children in primary school;The three cognitive processes of "identification,purification and comprehension" in training of theme-based reading are the psychological cognitive mechanism of improving resilience.Based on the research conclusions,the following educational enlightenment and policy suggestions are put forward:Educational enlightenment: School education should be timely integrated into the cultivation of resilience,especially "self-improvement and self-reliance" education content;To explore the effective way of "educating chileren through reading";To explore greater educational value in reading;Practice "positive" education and management works.And policy suggestions:Further optimize the connotation of education and care for left-behind children;The whole society needs to face the "cumulative effect of risk" that vulnerable groups face and encounter;To promote social equity and strengthen protection and support for left-behind children from the perspective of public resource allocation;Actively promoting the concept of "positive education".